Publications

On this page, you’ll find all my scientific articles, arranged in chronological order with the most recent ones on top. If you are interested in a particular topic, you can use the following keywords:

Character
Grit
Intervention
Measurement
Self-control

All Publications

Duckworth, A. L., Taxer, J. Eskreis-Winkler, L., Galla, B., & Gross, J. J. (in press). Self-control and academic achievement. Annual Review of Psychology.
Hutt, S., Gardner, M., Kamentz, D., Duckworth, A. L., & D’Mello, S. K. (in press). Prospectively predicting 4-year college graduation from student applications. In S. Buckingham Shum, R. Ferguson, A. Merceron & X Ochoa (Eds.). Proceedings of the 8th International Learning Analytics and Knowledge Conference (LAK’18).
Robinson, C. D., Pons G., Duckworth, A. L. & Rogers, T. (2018). Some middle school students want behavior commitment devices (but take-up does not affect their behavior). Frontiers in Psychology.
D’Mello, S. K., Dieterle, E., & Duckworth, A. L. (2017). Advanced, Analytic, Automated (AAA) measurement of engagement during learning. Educational Psychologist, 52(2), 104–123.
Duckworth, A. L. & Seligman, M. (2017). The science and practice of self-control. Perspectives on Psychological Science, 12(5), 715–718.
Park, D., Tsukayama, E., Goodwin, G. P., Patrick, S., & Duckworth, A. L. (2017). A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children. Contemporary Educational Psychology, 48, 16-27.
Park, D., Yu, A., Metz, S. E., Tsukayama, E., Crum, A., & Duckworth, A. L. (2017). Beliefs about stress attenuate the relation among adverse life events, perceived distress, and self-control. Child Development.
Wiese, C. W., Tay, L., Duckworth, A. L., D’Mello, S., Kuykendall, L., Hofmann, W., Baumeister, R. F., & Vohs, K. D. (2017). Too much of a good thing? Exploring the inverted-U relationship between self-control and happiness. Journal of Personality.
Duckworth, A. L., Gendler, T., & Gross, J. (2016). Situational strategies for self-control. Perspectives on Psychological Science, 11(1), 35-55.
Duckworth, A.L., White, R.E., Matteucci, A.J., Shearer, A., & Gross, J.J. (2016). A stitch in time: Strategic self-control in high school and college students. Journal of Educational Psychology, 108(3), 329-341.
Eskreis-Winkler, L., Gross, J. J., & Duckworth, A. L. (2016). Grit: Sustained self-regulation in the service of superordinate goals. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory and applications (3rd ed.). New York, NY: Guilford.
Eskreis-Winkler, L., Shulman, E. P., Young, V., Tsukayama, E., Brunwasser, S. M. & Duckworth, A. L. (2016). Using wise interventions to motivate deliberate practice. Journal of Personality and Social Psychology, 111(5), 728-744.
Galla, B. M., Baelen, R. N., Duckworth, A. L., & Baime, M. J. (2016). Mindfulness, meet self-regulation: Boosting out-of-class meditation practice with brief action plans. Motivation Science 2(4), 220–237.
White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2016). The “Batman Effect”: Improving perseverance in young children. Child Development.
Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., . . . Dweck, C. S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113(24), E3341–E3348.
Duckworth, A. L., & Eskreis-Winkler, L. (2015). Grit. In J. D. Wright (Ed.), International encyclopedia of the social and behavioral sciences (2nd ed., pp. 397-401). Oxford, UK: Elsevier.
Duckworth, A. L., & Tsukayama, E. (2015). Domain-specificity in self-control. In C. Miller, R. M. Furr, A. Knobel, and W. Fleeson (Eds.), Character: New directions from philosophy, psychology, and theology (pp. 393-411). New York, NY: Oxford University Press.
Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251.
Duckworth, A. L., Eichstaedt, J., & Ungar, L. (2015). The mechanics of human achievement. Social and Personality Psychology Compass, 9(7), 359-369.
Duckworth, A. L., Shulman, E. P., Mastronarde, A. J., Patrick, S. D., Zhang, J., & Druckman, J. (2015). Will not want: Self-control rather than motivation explains the female advantage in report card grades. Learning and Individual Differences, 39, 13-23.
Duckworth, A.L., & Steinberg, L. (2015). Unpacking Self-control. Child Development Perspectives, 9(1), 32-37.
Galla, B.M. & Duckworth, A.L. (2015). More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes. Journal of Personality and Social Psychology, 109(3), 508-525.
Kaufman, S.B., & Duckworth, A.L. (2015). World-class expertise: A developmental model. WIREs: Cognitive Science. doi: 10.1002/wcs.1365.
West, M.R., Kraft, M.A., Finn, A.S., Martin, R., Duckworth, A.L., Gabrieli, C.F.O., & Gabrieli. J.D.E. (2015). Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling. Educational Evaluation and Policy Analysis, 38(1), 148-170.
White, R. E., Kross, E., & Duckworth, A. L. (2015). Spontaneous self-distancing and adaptive self-reflection across adolescence. Child Development, 86(4), 1272–1281.
Duckworth, A. L., Gendler, T. S, & Gross, J. J. (2014). Self-control in school-age children. Educational Psychologist, 49(3), 199-217.
Duckworth, A.L., & Gross, J.J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319-325.
Eskreis-Winkler, L., Duckworth, A. L., Shulman, E., & Beal, S. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5(36), 1-12.
Eskreis-Winkler, L., Shulman, E.P., Beal, S. & Duckworth, A.L. (2014). Survivor mission: Why those who survive have a drive to thrive at work. Journal of Positive Psychology, 9(3), 209-218.
Friedman, H. S., Kern, M. L., Hampson, S. E., & Duckworth, A. L. (2014). A new lifespan approach to conscientiousness and health: Combining the pieces of the causal puzzle. Developmental Psychology, 50(5), 1377-1389.
Galla, B. M., Plummer, B. D., White, R., Meketon, D., D'Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): Assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39(4), 314-325.
Plummer, B. D., Galla, B. M., Finn, A., Patrick, S. D., Meketon, D., Leonard, J., Goetz, C., Fernandez-Vina, E., Bartolino, S., White, R. E., & Duckworth, A. L. (2014). A behind-the-scenes guide to school-based research. Mind, Brain, and Education, 8(1), 15-20.
Robertson-Kraft, C. & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record, 116(3), 1-27.
Von Culin, K., Tsukayama, E. & Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. Journal of Positive Psychology, 9(4), 1-7.
Yeager, D.S., Henderson, M., Paunesku, D., Walton, G., Spitzer, B., D’Mello, S., & Duckworth, A.L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559-580.
Duckworth, A. L. (2013). True grit. The Observer, 26(4), 1-3.
Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B.W. Sokol, F.M.E. Grouzet, & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208-230). New York, NY: Cambridge University Press.
Duckworth, A. L., Kim, B., & Tsukayama, E. (2013). Life stress impairs self-control in early adolescence. Frontiers in Developmental Psychology, 3(608), 1-12.
Duckworth, A. L., Kirby, T., Gollwitzer, A., & Oettingen, G. (2013). From fantasy to action: Mental contrasting with implementation intentions (MCII) improves academic performance in children. Social Psychological and Personality Science, 4(6), 745-753.
Duckworth, A. L., Tsukayama, E., & Kirby, T. (2013). Is it really self-control? Examining the predictive power of the delay of gratification task. Personality and Social Psychology Bulletin, 39(7), 843-855.
Duckworth, A.L. (2013). Is it really self-control: A critical analysis of the “Marshmallow Test.”. Society of Personality and Social Psychology Connections. Retrieved from https://spsptalks.wordpress.com/2013/11/10/is-it-really-self-control-a-critical-analysis-of-the-marshmallow-test/.
Kern, P., Duckworth, A. L., Urzua, S., Loeber, R., Stouthamer-Loeber, M., & Lynam, D. (2013). Do as you’re told! Facets of agreeableness and early adult outcomes for inner-city boys. Journal of Research in Personality, 47(6), 795-799.
Kurzban, R., Duckworth, A. L., Kable, J. W., & Myers, J. (2013). An opportunity cost model of subjective effort and task performance. Behavioral and Brain Sciences, 36(6), 661-726.
Tsukayama, E., Duckworth, A. L., & Kim, B. (2013). Domain-specific impulsivity in school-age children. Developmental Science, 16(6), 879-893.
Duckworth, A. L. & Allred, K. M. (2012). Temperament in the classroom. In R. L. Shiner & M. Zentner (Eds.), Handbook of temperament (pp. 627-644). New York, NY: Guilford Press.
Duckworth, A. L., Quinn, P., Tsukayama, E. (2012). What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104(2), 439-451.
Duckworth, A. L., Weir, D., Tsukayama, E., & Kwok, D. (2012). Who does well in life? Conscientious adults excel in both objective and subjective success. Frontiers in Personality Science and Individual Differences, 3(356), 1-8.
Eisenberg, N., Duckworth, A. L., Spinrad, T. L., & Valiente, C. (2012). Conscientiousness: Origins in childhood. Developmental Psychology, 50(5), 1331-1349.
Tsukayama, E., Duckworth, A. L., & Kim, B. (2012). Resisting everything except temptation: Evidence and an explanation for domain-specific impulsivity. European Journal of Personality, 26, 318-334.
Almlund, M., Duckworth, A. L., Heckman, J., & Kautz, T. (2011). Personality psychology and economics. In E.A. Hanushek, S. Machin & L. Woessmann (Eds.), Handbook of the economics of education (Vol. 4., pp. 1-181). Amsterdam, Netherlands: Elsevier.
Duckworth, A. L. (2011). The significance of self-control. Proceedings of the National Academy of Sciences, 108(7), 2639-40.
Duckworth, A. L. & Kern, M. L. (2011). A meta-analysis of the convergent validity of self-control measures. Journal of Research in Personality, 45(3), 259-268.
Duckworth, A. L., Grant, H., Loew, B., Oettingen, G. & Gollwitzer, P. M. (2011). Self-regulation strategies improve self-discipline in adolescents: Benefits of mental contrasting and implementation intentions . Educational Psychology: An International Journal of Experimental Educational Psychology, 31(1), 17-26.
Duckworth, A. L., Kirby, T., Tsukayama, E., Berstein, H., Ericsson, K. (2011). Deliberate practice spells success: Why grittier competitors triumph at the National Spelling Bee. Social Psychological and Personality Science, 2, 174-181.
Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2011). Role of test motivation in intelligence testing. Proceedings of the National Academy of Sciences, 108(19), 7716-7720.
Gollwitzer, A., Oettingen, G., Kirby, T. & Duckworth, A. L. (2011). Mental contrasting facilitates academic performance in school children. Motivation and Emotion, 35(4), 403-412.
Kross, E., Duckworth, A. L., Ayduk, O., Tsukayama, E., & Mischel, W. (2011). The effect of self-distancing on adaptive versus maladaptive self-reflection in children. Emotion, 11(5), 1032-1039.
Roberts, B., Jackson, J., Duckworth, A. L., Von Culin, K. (2011). Personality measurement and assessment in large panel surveys. Forum for Health Economics & Policy, 14(3), 1-32.
Duckworth, A. L., Tsukayama, E., & Geier, A. B. (2010). Self-controlled children stay leaner in the transition to adolescence. Appetite, 54(2), 304-308.
Duckworth, A. L., Tsukayama, E., & May, H. (2010). Establishing causality using longitudinal hierarchical linear modeling: An illustration predicting achievement from self-control. Social Psychology and Personality Science, 1(4), 311-317.
Romer, D., Duckworth, A. L., Sznitman, S., & Park, S. (2010). Can adolescents learn self-control? Delay of gratification in the development of control over risk taking. Prevention Science, 11(3), 319-330.
Tsukayama, E., Duckworth, A. L. (2010). Domain-specific temporal discounting and temptation. Judgment and Decision Making, 5(2), 72-82.
Tsukayama, E., Toomey, S. L., Faith, M., & Duckworth, A. L. (2010). Self-control as a protective factor against overweight status in the transition to adolescence. Archives of Pediatrics and Adolescent Medicine, 164(7), 631-635.
Duckworth, A. L. (2009). (Over and) beyond high-stakes testing. American Psychologist, 64(4), 279-280.
Duckworth, A. L. & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174.
Duckworth, A. L., Quinn, P. D., & Seligman, M.E.P. (2009). Positive predictors of teacher effectiveness. Journal of Positive Psychology, 4(6), 540-547.
MacCann, C., Duckworth, A. L., & Roberts, R. (2009). Empirical identification of the major facets of conscientiousness. Learning and Individual Differences, 19(4), 451-458.
Borghans, L., Duckworth, A. L., Heckman, J. J., & ter Weel, B. (2008). The economics and psychology of personality traits. Journal of Human Resources, 43(4), 972-1059.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
Duckworth, A. L. & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender differences in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198-208.
Duckworth, A. L. & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance in adolescents. Psychological Science, 16(12), 939-944.
Duckworth, A. L., Steen, T. A., & Seligman, M. E. P. (2005). Positive Psychology in clinical practice. Annual Review of Clinical Psychology, 1(1), 629-651.

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All Publications

Duckworth, A. L., Taxer, J. Eskreis-Winkler, L., Galla, B., & Gross, J. J. (in press). Self-control and academic achievement. Annual Review of Psychology.

Robinson, C. D., Pons G., Duckworth, A. L. & Rogers, T. (2018). Some middle school students want behavior commitment devices (but take-up does not affect their behavior). Frontiers in Psychology.

D’Mello, S. K., Dieterle, E., & Duckworth, A. L. (2017). Advanced, Analytic, Automated (AAA) measurement of engagement during learning. Educational Psychologist, 52(2), 104–123.

Duckworth, A. L. & Seligman, M. (2017). The science and practice of self-control. Perspectives on Psychological Science, 12(5), 715–718.

Park, D., Tsukayama, E., Goodwin, G. P., Patrick, S., & Duckworth, A. L. (2017). A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children. Contemporary Educational Psychology, 48, 16-27.

Park, D., Yu, A., Metz, S. E., Tsukayama, E., Crum, A., & Duckworth, A. L. (2017). Beliefs about stress attenuate the relation among adverse life events, perceived distress, and self-control. Child Development.

Wiese, C. W., Tay, L., Duckworth, A. L., D’Mello, S., Kuykendall, L., Hofmann, W., Baumeister, R. F., & Vohs, K. D. (2017). Too much of a good thing? Exploring the inverted-U relationship between self-control and happiness. Journal of Personality.

Duckworth, A. L., Gendler, T., & Gross, J. (2016). Situational strategies for self-control. Perspectives on Psychological Science, 11(1), 35-55.

Duckworth, A.L., White, R.E., Matteucci, A.J., Shearer, A., & Gross, J.J. (2016). A stitch in time: Strategic self-control in high school and college students. Journal of Educational Psychology, 108(3), 329-341.

Eskreis-Winkler, L., Gross, J. J., & Duckworth, A. L. (2016). Grit: Sustained self-regulation in the service of superordinate goals. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory and applications (3rd ed.). New York, NY: Guilford.

Eskreis-Winkler, L., Shulman, E. P., Young, V., Tsukayama, E., Brunwasser, S. M. & Duckworth, A. L. (2016). Using wise interventions to motivate deliberate practice. Journal of Personality and Social Psychology, 111(5), 728-744.

Galla, B. M., Baelen, R. N., Duckworth, A. L., & Baime, M. J. (2016). Mindfulness, meet self-regulation: Boosting out-of-class meditation practice with brief action plans. Motivation Science 2(4), 220–237.

White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2016). The “Batman Effect”: Improving perseverance in young children. Child Development.

Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., . . . Dweck, C. S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113(24), E3341–E3348.

Duckworth, A. L., & Eskreis-Winkler, L. (2015). Grit. In J. D. Wright (Ed.), International encyclopedia of the social and behavioral sciences (2nd ed., pp. 397-401). Oxford, UK: Elsevier.

Duckworth, A. L., & Tsukayama, E. (2015). Domain-specificity in self-control. In C. Miller, R. M. Furr, A. Knobel, and W. Fleeson (Eds.), Character: New directions from philosophy, psychology, and theology (pp. 393-411). New York, NY: Oxford University Press.

Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251.

Duckworth, A. L., Eichstaedt, J., & Ungar, L. (2015). The mechanics of human achievement. Social and Personality Psychology Compass, 9(7), 359-369.

Duckworth, A. L., Shulman, E. P., Mastronarde, A. J., Patrick, S. D., Zhang, J., & Druckman, J. (2015). Will not want: Self-control rather than motivation explains the female advantage in report card grades. Learning and Individual Differences, 39, 13-23.

Duckworth, A.L., & Steinberg, L. (2015). Unpacking Self-control. Child Development Perspectives, 9(1), 32-37.

Galla, B.M. & Duckworth, A.L. (2015). More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes. Journal of Personality and Social Psychology, 109(3), 508-525.

Kaufman, S.B., & Duckworth, A.L. (2015). World-class expertise: A developmental model. WIREs: Cognitive Science. doi: 10.1002/wcs.1365.

West, M.R., Kraft, M.A., Finn, A.S., Martin, R., Duckworth, A.L., Gabrieli, C.F.O., & Gabrieli. J.D.E. (2015). Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling. Educational Evaluation and Policy Analysis, 38(1), 148-170.

White, R. E., Kross, E., & Duckworth, A. L. (2015). Spontaneous self-distancing and adaptive self-reflection across adolescence. Child Development, 86(4), 1272–1281.

Duckworth, A. L., Gendler, T. S, & Gross, J. J. (2014). Self-control in school-age children. Educational Psychologist, 49(3), 199-217.

Duckworth, A.L., & Gross, J.J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319-325.

Eskreis-Winkler, L., Duckworth, A. L., Shulman, E., & Beal, S. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5(36), 1-12.

Eskreis-Winkler, L., Shulman, E.P., Beal, S. & Duckworth, A.L. (2014). Survivor mission: Why those who survive have a drive to thrive at work. Journal of Positive Psychology, 9(3), 209-218.

Friedman, H. S., Kern, M. L., Hampson, S. E., & Duckworth, A. L. (2014). A new lifespan approach to conscientiousness and health: Combining the pieces of the causal puzzle. Developmental Psychology, 50(5), 1377-1389.

Galla, B. M., Plummer, B. D., White, R., Meketon, D., D'Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): Assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39(4), 314-325.

Plummer, B. D., Galla, B. M., Finn, A., Patrick, S. D., Meketon, D., Leonard, J., Goetz, C., Fernandez-Vina, E., Bartolino, S., White, R. E., & Duckworth, A. L. (2014). A behind-the-scenes guide to school-based research. Mind, Brain, and Education, 8(1), 15-20.

Robertson-Kraft, C. & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record, 116(3), 1-27.

Von Culin, K., Tsukayama, E. & Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. Journal of Positive Psychology, 9(4), 1-7.

Yeager, D.S., Henderson, M., Paunesku, D., Walton, G., Spitzer, B., D’Mello, S., & Duckworth, A.L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559-580.

Duckworth, A. L. (2013). True grit. The Observer, 26(4), 1-3.

Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B.W. Sokol, F.M.E. Grouzet, & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208-230). New York, NY: Cambridge University Press.

Duckworth, A. L., Kim, B., & Tsukayama, E. (2013). Life stress impairs self-control in early adolescence. Frontiers in Developmental Psychology, 3(608), 1-12.

Duckworth, A. L., Kirby, T., Gollwitzer, A., & Oettingen, G. (2013). From fantasy to action: Mental contrasting with implementation intentions (MCII) improves academic performance in children. Social Psychological and Personality Science, 4(6), 745-753.

Duckworth, A. L., Tsukayama, E., & Kirby, T. (2013). Is it really self-control? Examining the predictive power of the delay of gratification task. Personality and Social Psychology Bulletin, 39(7), 843-855.

Duckworth, A.L. (2013). Is it really self-control: A critical analysis of the “Marshmallow Test.”. Society of Personality and Social Psychology Connections. Retrieved from https://spsptalks.wordpress.com/2013/11/10/is-it-really-self-control-a-critical-analysis-of-the-marshmallow-test/.

Kern, P., Duckworth, A. L., Urzua, S., Loeber, R., Stouthamer-Loeber, M., & Lynam, D. (2013). Do as you’re told! Facets of agreeableness and early adult outcomes for inner-city boys. Journal of Research in Personality, 47(6), 795-799.

Kurzban, R., Duckworth, A. L., Kable, J. W., & Myers, J. (2013). An opportunity cost model of subjective effort and task performance. Behavioral and Brain Sciences, 36(6), 661-726.

Tsukayama, E., Duckworth, A. L., & Kim, B. (2013). Domain-specific impulsivity in school-age children. Developmental Science, 16(6), 879-893.

Duckworth, A. L. & Allred, K. M. (2012). Temperament in the classroom. In R. L. Shiner & M. Zentner (Eds.), Handbook of temperament (pp. 627-644). New York, NY: Guilford Press.

Duckworth, A. L., Quinn, P., Tsukayama, E. (2012). What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104(2), 439-451.

Duckworth, A. L., Weir, D., Tsukayama, E., & Kwok, D. (2012). Who does well in life? Conscientious adults excel in both objective and subjective success. Frontiers in Personality Science and Individual Differences, 3(356), 1-8.

Eisenberg, N., Duckworth, A. L., Spinrad, T. L., & Valiente, C. (2012). Conscientiousness: Origins in childhood. Developmental Psychology, 50(5), 1331-1349.

Tsukayama, E., Duckworth, A. L., & Kim, B. (2012). Resisting everything except temptation: Evidence and an explanation for domain-specific impulsivity. European Journal of Personality, 26, 318-334.

Almlund, M., Duckworth, A. L., Heckman, J., & Kautz, T. (2011). Personality psychology and economics. In E.A. Hanushek, S. Machin & L. Woessmann (Eds.), Handbook of the economics of education (Vol. 4., pp. 1-181). Amsterdam, Netherlands: Elsevier.

Duckworth, A. L. (2011). The significance of self-control. Proceedings of the National Academy of Sciences, 108(7), 2639-40.

Duckworth, A. L. & Kern, M. L. (2011). A meta-analysis of the convergent validity of self-control measures. Journal of Research in Personality, 45(3), 259-268.

Duckworth, A. L., Kirby, T., Tsukayama, E., Berstein, H., Ericsson, K. (2011). Deliberate practice spells success: Why grittier competitors triumph at the National Spelling Bee. Social Psychological and Personality Science, 2, 174-181.

Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2011). Role of test motivation in intelligence testing. Proceedings of the National Academy of Sciences, 108(19), 7716-7720.

Gollwitzer, A., Oettingen, G., Kirby, T. & Duckworth, A. L. (2011). Mental contrasting facilitates academic performance in school children. Motivation and Emotion, 35(4), 403-412.

Kross, E., Duckworth, A. L., Ayduk, O., Tsukayama, E., & Mischel, W. (2011). The effect of self-distancing on adaptive versus maladaptive self-reflection in children. Emotion, 11(5), 1032-1039.

Roberts, B., Jackson, J., Duckworth, A. L., Von Culin, K. (2011). Personality measurement and assessment in large panel surveys. Forum for Health Economics & Policy, 14(3), 1-32.

Duckworth, A. L., Tsukayama, E., & Geier, A. B. (2010). Self-controlled children stay leaner in the transition to adolescence. Appetite, 54(2), 304-308.

Duckworth, A. L., Tsukayama, E., & May, H. (2010). Establishing causality using longitudinal hierarchical linear modeling: An illustration predicting achievement from self-control. Social Psychology and Personality Science, 1(4), 311-317.

Romer, D., Duckworth, A. L., Sznitman, S., & Park, S. (2010). Can adolescents learn self-control? Delay of gratification in the development of control over risk taking. Prevention Science, 11(3), 319-330.

Tsukayama, E., Duckworth, A. L. (2010). Domain-specific temporal discounting and temptation. Judgment and Decision Making, 5(2), 72-82.

Tsukayama, E., Toomey, S. L., Faith, M., & Duckworth, A. L. (2010). Self-control as a protective factor against overweight status in the transition to adolescence. Archives of Pediatrics and Adolescent Medicine, 164(7), 631-635.

Duckworth, A. L. (2009). (Over and) beyond high-stakes testing. American Psychologist, 64(4), 279-280.

Duckworth, A. L. & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174.

Duckworth, A. L., Quinn, P. D., & Seligman, M.E.P. (2009). Positive predictors of teacher effectiveness. Journal of Positive Psychology, 4(6), 540-547.

MacCann, C., Duckworth, A. L., & Roberts, R. (2009). Empirical identification of the major facets of conscientiousness. Learning and Individual Differences, 19(4), 451-458.

Borghans, L., Duckworth, A. L., Heckman, J. J., & ter Weel, B. (2008). The economics and psychology of personality traits. Journal of Human Resources, 43(4), 972-1059.

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.

Duckworth, A. L. & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender differences in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198-208.

Duckworth, A. L. & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance in adolescents. Psychological Science, 16(12), 939-944.

Duckworth, A. L., Steen, T. A., & Seligman, M. E. P. (2005). Positive Psychology in clinical practice. Annual Review of Clinical Psychology, 1(1), 629-651.